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Journal articles on the topic 'Home economics'

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Published: 4 June 2021
Last updated: 31 July 2024

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1

White, Caroline. "Home economics." Nursing Standard 14, no. 10 (November 24, 1999): 18–19. http://dx.doi.org/10.7748/ns.14.10.18.s33.

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Lipely, Nick. "Home economics." Nursing Standard 16, no. 22 (February 13, 2002): 14. http://dx.doi.org/10.7748/ns.16.22.14.s30.

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Ward, Seamus. "Home economics." Nursing Standard 14, no. 32 (April 26, 2000): 12–13. http://dx.doi.org/10.7748/ns.14.32.12.s29.

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4

Ransford, John. "Home economics." Nursing Standard 11, no. 5 (October 23, 1996): 16. http://dx.doi.org/10.7748/ns.11.5.16.s34.

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5

estabrook, barry. "Home Economics." Gastronomica 11, no. 2 (2011): 72–75. http://dx.doi.org/10.1525/gfc.2011.11.2.72.

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6

Cunningham-Sabo, Leslie, and Amanda Simons. "Home Economics." Nutrition Today 47, no. 3 (2012): 128–32. http://dx.doi.org/10.1097/nt.0b013e31825744a5.

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7

Palmer, Bob. "Home economics." European Eating Disorders Review 11, no. 4 (2003): 346. http://dx.doi.org/10.1002/erv.540.

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8

Weissenberg, Rachel, and Nira Giladi. "Home Economics Day." Occupational Therapy in Mental Health 9, no. 2 (July 6, 1989): 89–103. http://dx.doi.org/10.1300/j004v09n02_05.

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9

Loto, Adekemi Omowonuola, Justinah Oghenerioborue Ogboru, and Omolabake Wosilat Adebayo. "Home Economics Programme as a Tool for Marital Conflict Management." International Journal of Home Economics, Hospitality and Allied Research 1, no. 2 (December 25, 2022): 306–17. http://dx.doi.org/10.57012/ijhhr.v1n2.014.

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The study investigated Home Economics programme as a tool for marital conflict management. A descriptive survey was used for the study. The population consisted of all members of Home Economics Teachers’ Association of Nigeria (HETAN), Ondo State chapter. Sample of one hundred and sixty-three (163) respondents were drawn from the total population using simple random sampling technique. A self-developed structured and validated questionnaire was used for data collection. Data were analyzed using mean. Findings reveal among others lack of trust; parental interference; economic pressure and unrealistic expectation as part of the factors responsible for marital conflict. Findings also revealed mental health issue; inappropriate care for children; communication breakdown and economic instability as part of the implications of inappropriate handling of marital conflict in homes. Furthermore, decision-making process to attain family goals; principles of selection and utilization of family resources and homes and family in a changing world were revealed as part of the contents of Home Economics programme that could help in marital conflicts management. As people consider going for counselling in preparation for marriage, they should also consider taking at least a remedial course in Home Economics to further equip them for stable marital life.
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10

Suleman, Nizar, and Max Hirshkowitz. "Economics of Home Monitoring." Sleep Medicine Clinics 1, no. 4 (December 2006): 465–73. http://dx.doi.org/10.1016/j.jsmc.2006.09.001.

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11

Knye, Erika. "Home economics and development." Development Southern Africa 2, no. 1 (February 1985): 89–96. http://dx.doi.org/10.1080/03768358508439128.

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12

Pratt, Clara C., Jean Jordan, and Alida Benthin. "Gerontology in Home Economics." Gerontology & Geriatrics Education 12, no. 1 (January 30, 1992): 17–32. http://dx.doi.org/10.1300/j021v12n01_02.

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13

Abdel Jalil, Mona Sharaf. "Home management and family economics." Alexandria Science Exchange Journal 43, no. 2 (March 1, 2022): 12–14. http://dx.doi.org/10.21608/asejaiqjsae.2022.257962.

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14

Thickson, Natalie D. "Economics of Home Intravenous Services." PharmacoEconomics 3, no. 3 (March 1993): 220–27. http://dx.doi.org/10.2165/00019053-199303030-00005.

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15

Cade, Alan, and John Puntis. "Economics of Home Parenteral Nutrition." PharmacoEconomics 12, no. 3 (September 1997): 327–38. http://dx.doi.org/10.2165/00019053-199712030-00005.

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16

Kūla-Braže, Elīna. "Home economics education development opportunities." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 30, 2015): 250. http://dx.doi.org/10.17770/sie2013vol1.534.

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In relation to the ongoing changes in the sphere of education in Latvia based on a sustainable development of education, concerns about the sustainability of the education of home economics in the circumstances of a changing environment have become deeper. On the basis of the ecological approach new development potentialities for the improvement of the education of home economics have been formulated – the development scenario, the applied arts scenario and the scenario of the home environment economics. The target of these scenarios is harmonious development of the student’s individuality, inheriting the cultural properties, creative activity in the development of the cultural environment and development of the quality living space. The scenarios were worked out on the basis of experience of the formal education and non-formal learning in the development of the subject of home economics as well as on the basis of interaction of the educational environment and cultural environment.
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17

Cumming, Chris, Rita Foley, Allison Long, and Eileen Turner. "Developing assessments in home economics." Journal of Curriculum Studies 18, no. 2 (April 1986): 215–18. http://dx.doi.org/10.1080/0022027860180211.

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18

LeBleu, Lisa C., and Frances M. Smith. "Preprofessionals' Perceptions of Home Economics." Home Economics Research Journal 22, no. 4 (June 1994): 422–40. http://dx.doi.org/10.1177/0046777494224004.

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19

Calverley, Peter M. A. "Home economics for COPD care." Respirology 25, no. 2 (December 16, 2019): 124–25. http://dx.doi.org/10.1111/resp.13762.

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20

Lichtenstein, Alice H. "Bring Back Home Economics Education." JAMA 303, no. 18 (May 12, 2010): 1857. http://dx.doi.org/10.1001/jama.2010.592.

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21

McGregor, Sue. "A Philosophy of Home Economics: Establishing Home Economics as a Discipline for Human Protection." International Journal of Consumer Studies 29, no. 6 (November 2005): 530–32. http://dx.doi.org/10.1111/j.1470-6431.2005.00488_3.x.

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22

Grundy, Shirley, and Margaret Henry. "Which way home economics? An examination of the conceptual orientation of home economics curricula." Journal of Curriculum Studies 27, no. 3 (May 1995): 281–97. http://dx.doi.org/10.1080/0022027950270304.

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23

Hakeem, Rubina. "The World Needs Home Economics, But Doesn’t Recognize it… How to Unveil Home Economics." NURTURE 3, no. 1 (December 21, 2009): 1–10. http://dx.doi.org/10.55951/nurture.v3i1.35.

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Home economists believe that amidst today’s challenges to human wellness home economics has great potential to ameliorate the situation. Evidences albeit sporadic, are found for potential of home economics to contribute to human wellness. Experts realize the need for kind of education that home economics has been providing since more than a century. However recognition of home economics itself as the kind of education needed today is still rare. This paper reviewed the reports and evidences of relevant situations and tried to explore the actions needed for realization of potential of home economics to contribute to human wellness. It emerges that philosophical reviews indicating potential of home economics are relatively easier to find than empirical studies verifying contribution of home economics education to human wellness. Large scale trials or systematic reviews providing robust evidence for potential of home economics probably have never been conducted. Various strategies including conduction of such trials are given for unveiling home economics.
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24

Greninger, Sue Alexander, Vickie L. Hampton, Karrol A. Kitt, and Mary Ellen Durrett. "Higher Education Home Economics Programs In A Changing Economic Environment." Home Economics Research Journal 14, no. 3 (March 1986): 271–79. http://dx.doi.org/10.1177/1077727x8601400301.

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25

Ojo, Faith Uyiosa, Maureen Nkechi Etuokwu, and Chiaka Patience Ukpene. "CREATIVITIES AND INNOVATIVE SKILLS IN HOME ECONOMICS." Nigeria Journal of Home Economics (ISSN: 2782-8131) 11, no. 8 (May 13, 2023): 255–64. http://dx.doi.org/10.61868/njhe.v11i8.230.

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The purpose of the study was to examine creativities and innovative skills in Home Economics. The studyfocused on Home Economics as one subject that adequately equips individuals and groups thoughcreativities and innovative skill for gainful employment and self actualization. It explored the various waysHome Economics can enhance entrepreneurial skills, wealth creation and poverty alleviation. . It focuseson mission, rewards, goals, objectives and components of Home Economics. The paper fully examined theconcept and the importance of Home Economics Education as creative and innovative for skills acquisition.This will promote income earnings for individuals and families thereby reducing unemployment, poverty,economic hardship and restoring dignity and hope to the educated, uneducated and families. It was thereforerecommended among others that Home Economics education should provide necessary link to employ thenext generation through creativities and innovative skills, Government ought to introduce innovativeprograms and new trends to aid the knowledge of the society and Tertiary institutions in the nation shouldbe massively empowered with the important resources or materials to improve the capabilities of graduatesfor creative and innovative skills
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26

Ehioghiren Uyiosa Faity, Ihensekhien Isoken, and Isibor Mercy Ehisiemen. "ENTREPRENEURSHIP MEASURES FOR SUSTAINABLE RETIREMENT: THE HOME ECONOMICS PERSPECTIVE." Nigeria Journal of Home Economics (ISSN: 2782-8131) 10, no. 6 (June 30, 2022): 35–42. http://dx.doi.org/10.61868/njhe.v10i6.99.

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The study examined the relevance of Home Economics to entrepreneurship and national development. The study focused on Home Economics as one subject that adequately equips individuals and groups for gainful employment and self-actualization. It focused on goals, objectives and components of Home Economics. It explored the various ways Home Economics can enhance entrepreneurial skills, wealth creation and poverty alleviation. The paper fully examined the concept of and the relevance of Home Economics Education for skills acquisition. It emphasized the need for Home Economics with modern skills and knowledge to ensure proper transfer of state-of-the-art skills to learners. This will promote income earnings for individuals and families thereby reducing unemployment, poverty, economic hardship and restoring dignity and hope to families and communities at retirement. It was therefore recommended among others, that Home Economics should provide courses meant for both educated and uneducated people to trade and utilize local resources to sustained the family, more resource centers should be built that will enable graduates and the society to attend workshop and there should be strong demand for acquirement of practical skillfulness as well as ICT skills that will lead to self-reliance
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27

Ogbonyomi, Omolara. "ACHIEVING SUSTAINABLE DEVELOPMENT GOALS ON VISION 2030 THROUGH ENTREPRENEURSHIP IN FOOD AND NUTRITION EDUCATION." Nigeria Journal of Home Economics (ISSN: 2782-8131) 9, no. 5 (March 3, 2022): 226–31. http://dx.doi.org/10.61868/njhe.v9i5.53.

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The 2030 Sustainable Development Goal (SDG) provides a shared blueprint for global peace and development.The 17 Sustainable Development goals is a wake up call for deprivations it is inextricably global action Theyrecognize that ending poverty and others linked with strategies that improve health and education, reduceinequality, and spur economic growth while tackling climate change and working to preserve our nature.Many of the goals are applicable to the field of Home Economics either directly or indirectly. Entrepreneurshipin Home Economics brings the focus of households as building blocks of sustainable societies. This paperexamines the conceptual clarification of sustainable development, Home Economics, Entrepreneurship, Therole of Home Economics Entrepreneurship in actualizing sustainable development goals It discussed extensivelyon ways of Identifying and exploiting entrepreneurship opportunities in Home Economics for sustainableeconomic goal, Entrepreneurship skill development in Home Economics programmes. The paper concludes thatthere should be more emphases on practical based entrepreneurial skill acquisition in Home Economicsprogrammes in our institutions rather than the emphasis on theory as this would help students to developrealistic career orientations beneficial to sustainable development. The study recommended among others thatschools should organize Home Economics entrepreneurship competitions to motivate young people todevelop their potential and prepare them to be stars of tomorrow's employment market.
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28

Chung, SoonHwa. "Parent Education in Home Economics Education." Korean Home Economics Education Association 29, no. 4 (December 31, 2017): 15–30. http://dx.doi.org/10.19031/jkheea.2017.12.29.4.15.

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29

Iwasaki, Yoshie. "Exchange of Home Economics in Asia." TRENDS IN THE SCIENCES 1, no. 9 (1996): 59–61. http://dx.doi.org/10.5363/tits.1.9_59.

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30

Urdziņa-Deruma, Māra, and Lolita Šelvaha. "Crafts and Home Economics Studies Abroad." International Journal of Smart Education and Urban Society 9, no. 4 (October 2018): 77–89. http://dx.doi.org/10.4018/ijseus.2018100107.

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The purpose of this article is to research and analyze the differences students have noted in foreign programmes and suggest ways to development the crafts and home economics teacher education programme in Latvia. Students (n=14) were interviewed and asked to describe any noted differences in the study organization process; indicate the various methods, assignments, and assessment practices used in home economics and craft courses, including teaching practice; and attitude of students towards the study process. Content analysis of the interviews indicate students' suggestions to development the crafts and home economics learning and teaching process, as well changes in teaching practice made by the students. Research results indicate that the students offered more information on differences than suggestions for development. The greatest differences were noted in the acquisition of crafts skills, followed by the organization of the study process and home economics. Student suggestions focused mainly on course content, but actual changes were implemented in teaching methods.
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31

Miko, Chris John, and Susan Kunnath Miko. "Library Reference Collections in Home Economics:." Behavioral & Social Sciences Librarian 6, no. 3-4 (August 9, 1988): 107–17. http://dx.doi.org/10.1300/j103v06n03_07.

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32

PETERAT, LINDA B. "Home economics education in Canadian schools." Journal of Consumer Studies and Home Economics 10, no. 3 (September 1986): 271–78. http://dx.doi.org/10.1111/j.1470-6431.1986.tb00125.x.

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33

Gyeszly, Suzanne D. "Human Ecology and Home Economics Journals." Serials Review 14, no. 4 (January 1988): 45–95. http://dx.doi.org/10.1080/00987913.1988.10763853.

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34

Joel, Lucille A. "The Economics of Nursing Home Practice." American Journal of Nursing 97, no. 12 (December 1997): 7. http://dx.doi.org/10.1097/00000446-199712000-00002.

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35

Joel, Lucille A. "The Economics of Nursing Home Practice." AJN, American Journal of Nursing 97, no. 12 (December 1997): 7. http://dx.doi.org/10.1097/00000446-199797120-00002.

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36

Puntis, John William Lambert. "The economics of home parenteral nutrition." Nutrition 14, no. 10 (October 1998): 809–12. http://dx.doi.org/10.1016/s0899-9007(98)00090-2.

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37

Haapaniemi, Janni, Salla Venäläinen, Anne Malin, and Päivi Palojoki. "Home economics education: exploring integrative learning." Educational Research 61, no. 1 (January 2, 2019): 87–104. http://dx.doi.org/10.1080/00131881.2018.1564626.

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38

Rowe, Eileen. "GCSE — A CHALLENGE FOR HOME ECONOMICS." Nutrition & Food Science 86, no. 3 (March 1986): 24–25. http://dx.doi.org/10.1108/eb059116.

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39

Elias, Megan J. "No Place Like Home: A Survey of American Home Economics History." History Compass 9, no. 1 (January 2011): 97–105. http://dx.doi.org/10.1111/j.1478-0542.2010.00752.x.

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40

Kim, Jin-Sook, Sang-Hee Kang, and Soo-Cheon Yi. "Exploratory Study on the Factors Affecting Economic-Life Competence by Money Frame: Focusing on G University." Regional Entrepreneurship Education Research Center 6, no. 1 (March 30, 2024): 41–67. http://dx.doi.org/10.23108/decrc.2024.6.1.41.

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Purpose: The Economic-life competencies of college students were measured and variables affecting these competencies were analysed. Method: Economic-life competencies were measured using the Money-Frame Scale, and t-test and ANOVA were performed to analyze various factors affecting money power, and correlation analysis and multiple regression analysis were conducted. Results: Personal factors (gender, age, grade, pocket money, savings/investment, donation/sharing, self-income), Family factors (mother's occupation, financial conversation at home), Economic education factors (economics-related education, time of first economic education, economics-related education at home, economic content usage rate & contentd), Economic life factors (financial crisis experience, awareness of income and expenditure, consumption expenditure records, savings, understanding of savings products, budgeting, financial information sources, retirement financial planning, financial trust) have been shown to increase Economic-life competencies. Conclusion: There is a need for establishing the culture that allows economics-related education at home and a plan to make practical economics education in schools.
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41

Heggeness, Misty L. "The Girly Economics of Care Work: Implications for Economic Statistics." AEA Papers and Proceedings 113 (May 1, 2023): 632–36. http://dx.doi.org/10.1257/pandp.20231108.

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Unpaid care is work. Yet, the field of economics struggles to acknowledge and measure its value. In modern home economics, the household is unitary and harmonious, time in the home is leisure, and power dynamics are unimportant. Even with the development of household bargaining models, we ignore unpaid care, writing it off as a chosen preference. This view and interpretation bleeds into official statistics hindering our ability to tackle gender inequality and measure all economic activity. In doing so, our profession does a disservice to public policymakers and vulnerable populations, and risks stifling economic growth and opportunity for all.
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42

Murphy, Gillian. "The fall and rise of home economics education: newly available home economics archives at The Women's Library*." International Journal of Consumer Studies 35, no. 5 (August 10, 2011): 595–600. http://dx.doi.org/10.1111/j.1470-6431.2011.01021.x.

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43

Yunmi, Song, and Kyung Won Lee. "An Educational Needs Analysis of Home Economics Teachers for Food Literacy Education in Secondary School Home Economics." Korean Home Economics Education Association 35, no. 2 (June 30, 2023): 41–59. http://dx.doi.org/10.19031/jkheea.2023.6.35.2.41.

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44

Theisen, Theis. "Municipalities’ Decision to Care: At Home or in a Nursing Home." International Advances in Economic Research 26, no. 4 (October 29, 2020): 327–42. http://dx.doi.org/10.1007/s11294-020-09806-z.

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AbstractAn almost ideal demand system for long-term care is estimated using data from Norway, where the split of long-term care between home care and care in nursing homes is determined by municipalities. Previous literature has barely addressed what determines municipalities’ or other organizations’ allocations of resources to the sub-sectors of long-term care. The results show that home care is a luxury, while nursing home care is a necessity with respect to total expenditures on long-term care. Municipalities respond to high unit costs for home care by reducing that type of care. Municipalities are highly responsive to variations in the need for the two types of care and seem to provide a well-functioning insurance mechanism for long-term care. In the previous empirical literature, municipalities’ role as providers of insurance against the consequences of disabilities and frailty has received scant attention.
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45

Oladokun, Augustina. "Vocational Home Economics Education: A Veritable Tool for Self Reliance, Poverty Eradication and Sustainable National Development." UJAH: Unizik Journal of Arts and Humanities 21, no. 3 (May 19, 2021): 213–24. http://dx.doi.org/10.4314/ujah.v21i3.12.

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The increasing rate of poverty, unemployment and retrenchment and so many other social problems is worrisome. However, unemployment is not peculiar to Nigeria alone but to other third world countries. This paper examined the objectives of Home Economics education as it is geared towards improving the standard of living. It looked at self-reliance, poverty Eradication through Home Economics Education, and the role of entrepreneurship in economic development. It also examined Home Economics income generating business ventures in the major areas of Home Economics for employment and wealth creation for sustainability. The paper concluded and recommended, among others things, that entrepreneurship education be made compulsory at all levels of education and soft loans be made available to graduate for business set up. Keywords: Self-Reliance, Poverty Eradication, Entrepreneurship, National Development
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46

Puaca, Laura Micheletti. "Home Economics, “Handicapped Homemakers,” and Postwar America." History of Education Quarterly 60, no. 3 (August 2020): 380–406. http://dx.doi.org/10.1017/heq.2020.37.

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In the two decades following World War II, a loose network of home economists at colleges and universities across the United States turned their attention to homemaking methods for women with physical disabilities. Often in consultation with physically disabled homemakers, these home economists researched and designed assistive devices, adaptive equipment, and work simplification techniques for use in the home. Their efforts signaled a new field of study, “homemaker rehabilitation,” which helped to enlarge the broader vocational rehabilitation system beyond its historic focus on male veterans and wage earners while also expanding the boundaries of home economics itself. Home economists’ work with disabled homemakers both bolstered and challenged postwar domesticity, middle-class gender roles, and able-bodied normalcy. Calling attention to these contradictions reveals much about how home economists engaged with and understood disability and how their work intersected with burgeoning movements for disability rights.
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47

Kostanjevec, Stojan, Francka Lovšin Kozina, and Martina Erjavšek. "THE RELATIONSHIP BETWEEN TEACHERS’ EDUCATION AND THEIR SELF-PERCEIVED COMPETENCE FOR TEACHING HOME ECONOMICS." Problems of Education in the 21st Century 76, no. 2 (April 15, 2018): 175–88. http://dx.doi.org/10.33225/pec/18.76.175.

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Relevant teacher qualifications that include specialist knowledge and knowledge in didactics significantly influence the level of achievement of education goals during the teaching process. Teacher's perception of their own professional competence to teach may depend on their qualification which is linked to the education obtained. The purpose of the research was to find out how teachers who teach Home Economics in Slovenian elementary schools estimate their competence to teach Home Economics contents, in reference to their formal education. 89 teachers of 5th and 6th grade Home Economics participated in the research. They were classified according to their formal education, either in the group with completed Home Economics studies (relevant education) or in the group without these studies (irrelevant education). A questionnaire was developed for the teachers to assess their own teaching competence. The obtained data was analysed with descriptive and inferential statistical methods. Results indicated that teachers with completed home economics studies who teach Home Economics feel more competent to teach Home Economics contents than teachers without completed relevant studies. Differences in their perceptions exist in all four Home Economics modules, i.e. economics, textile and clothing, living and environment, food and nutrition. This leads to the conclusion that relevant teacher education is important for teaching Home Economics in all specialist areas of home economics education. As regards providing quality education process and achieving Home Economics education goals, the results indicate that relevant qualifications of teachers should be ensured. Teachers with irrelevant education should be provided with additional professional training. Key words: teachers' education, teachers' competencies, Home Economics, Home Economics teachers, home economics education.
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48

Justina, Nchekwube, and Amarachi Igwe. "HOME ECONOMICS VERSUS OTHER SUBJECTS: A STUDY OF NIGERIANS PARENT ATTITUDE TOWARDS HOME ECONOMICS EDUCATION IN SECONDARY SCHOOLS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 517–20. http://dx.doi.org/10.21474/ijar01/12867.

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Home economics is an essential subject in Nigerias education system with the potential of providing life skills and teaching basic homecare knowledge to the students. However, there is a growing concern about the decreasing enrollment and interest of students in home economics education in Nigeria. Thus, the primary purpose of this study wasto investigate the attitudes of parentsregarding home economics education in comparison to other subjects. Two hundred and thirty-six parents were drawn from different locations in the Enugu State of Nigeria. A simple percentage score indicates that the majority of the parents (74%) indicated a negative attitude towards home economics, while less (26%) showed positive attitudes. The study concludes that there is a prevalence of negative attitudes towards home economics education in secondary schools in Nigeria.
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49

Cho, Min-Ah. "The Great Han Empire Period ‘Home Economics’ Acceptance and Home Education’s Transition." Korean History Education Review 128 (December 31, 2013): 225. http://dx.doi.org/10.18622/kher.2013.12.128.225.

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50

Höijer, Karin, Karin Hjälmeskog, and Christina Fjellström. "‘Food with a purpose’- Home Economics teachers' construction of food and home." International Journal of Consumer Studies 35, no. 5 (August 10, 2011): 514–19. http://dx.doi.org/10.1111/j.1470-6431.2011.01014.x.

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